The Chinese Ministry of Education recently called for improvements in undergraduate teaching. One way to meet this mandate is to codify what Chinese undergraduate students consider to be poor teaching behaviors. Across three phases, this study investigated poor teacher behaviors and compared them to existing data from American students. The categories of poor teaching generated by both sets of students overlapped considerably. However, some characteristics of poor teaching—such as teachers being unfair to students—may be unique to China. The specific behaviors that are representative of poor teaching qualities differed across the two cultures, suggesting the need for a nuanced approach to examining what students perceive to be poor teaching.
BelhajA. N.AbderrahmanM. L. B. (2015). The portrait of “good university teacher” as perceived by Tunisian students. International Journal of Higher Education, 4, 57–62.
2.
BuskistW.KeeleyJ. K. (2018a). Searching for universal principles of excellence in college and university teaching. In BuskistW.KeeleyJ. K. (Eds.), Habits and practices of master teachers: International perspectives on excellent teaching. New directions in teaching and learning, no. 156 (pp. 95–105). San Francisco, CA: Jossey-Bass.
3.
BuskistW.KeeleyJ. W. (Eds.). (2018b). Habits and practices of master teachers: International perspectives on excellent teaching. New directions in teaching and learning, no. 156. San Francisco, CA: Jossey-Bass.
4.
BuskistW.SikorskiJ.BuckleyT.SavilleB. K. (2002). Elements of master teaching. In DavisS. F.BuskistW. (Eds.), The teaching of psychology: Essays in honor of Wilbert J. Mckeachie and Charles L. Brewer (pp. 27–39). Mahwah, NJ: Lawrence Erlbaum.
5.
BuslerJ.KirkC.KeeleyJ.BuskistW. (2017). What constitutes poor teaching? A preliminary inquiry into the misbehaviors of not-so-good instructors. Teaching of Psychology, 44, 330–334.
6.
FooteC.VermelleP.WisniewskiS.AgnelloA.PegaroC. (2000). The characteristics of bad high school teachers reveal avoidable behaviors for new teachers. Education, 121, 122–128.
7.
HofstedeG. (2011). Dimensionalizing cultures: The Hofstede model in context. Online Readings in Psychology and Culture, 2, 8–12.
8.
JacksonMichael. (2006). “Serving time”: The relationship of good and bad teaching. Quality Assurance in Education, 14, 385–397.
9.
LiY. (2013). The substandard performance of teachers’ behaviors and the construction of teachers’ professional etiquette. Journal of Qiqihar University (Philosophy and Social Science Edition), n4, 128–130.
NiuL. Q.LiZ. (2006). Research on the characteristics of teachers who are not effective in the classroom. Journal of Chongqing University of Technology (Social Science), 1, 170–174.
15.
TianX. (2017). Misunderstandings of the development of teaching ability of college teachers and countermeasures. Journal of Teacher Education, 4, 18–24.
16.
XuY. (2018). Ways to improve faculty teaching competency based on good teachers’ characteristics. Journal of Neimonggu Normal University, 31, 61–67.
17.
ZhangC. Y. (2014). An analysis of the withdrawal policy of primary and secondary school teachers in China. Educational Research, 3, 132–137.
18.
ZhangC. Y. (2017). Research on the withdrawal mechanism of poor teachers in primary and middle schools in China. Educational Science Research, 3, 93–96.
19.
ZhangC. Y.HaiX. (2014). A research of the cognition of poor teachers by primary and secondary school teachers and parents. Research in Educational Development, 12, 66–71.
